Ms 2 yearly planning

1. 2nd MS Yearly Planning
Teacher’s name : Taieb Chehaima Malika School : Beddou Mohamed Middle school School Year : 2023/2024
Level: Key stage 2 / MS 2 Time devoted: 2 hours and a half (2 hours +1 hour tutorial session once per two weeks)
Middle School Exit Profile: By the end of the middle school cycle ( end of Key Stage 3) , the learner will be able to interact , interpret and produce oral and
written messages/ texts of average complexity, of a descriptive, narrative , argumentative or prescriptive type, using verbal or non-verbal supports (written
texts, audio and visual aids) and in meaningful situations related to his environment and interests.
Exit Profile: At the end of MS2, the learner will be able to interact, interpret and produce short oral and written messages / texts of descriptive, and
prescriptive type, using written, visual or oral support, in meaningful situations of communication related to his environment and interests.
VALUES
National identity:
The learner can describe
lifestyles, eating habits,
dressing habits and dwellings
of Algeria.
National conscience: He is keen
on communicating about
outstanding Algerian figures.
Citizenship: He demonstrates
a civic behaviour, conscious of
his rights and duties as well as
those of others.
Openness to the world : He
is eager to know about the
lifestyles ,eating habits,
dressing habits, and dwellings
of other countries who use
English for communication.
CROSS-CURRICULAR COMPETENCES
1.Intellectual competency: the learner can: use his critical thinking skills when gathering information for learning and
project work* understand and interpret verbal and non-verbal messages* solve problem situations using a variety of
communication means* show creativity when producing oral and written messages*he can show some degree of autonomy in
all areas of learning
2.Methodological competency :the learner can: work in pairs or in groups*use strategies for listening and interpreting oral
discourse* develop effective study methods , mobilize his resources efficiently and manage his time rationally*
information and communication technology whenever he needs it for learning and research* evaluate himself * evaluate his
peers
3.Communicative competency: the learner can: use drama and role-play to communicate appropriately *use
information and communication technology such as blogs, website pages, discussion forums, and platforms to interact with
learners of other cultures*process digital data.
Personal and social competencies :the learner: is aware of his role and others' role in the development of projects* is keen
on promoting the work of his peers*respects our national values and behaves consistently* is honest and accountable for
his work and respects others work* asserts his personal identity and behaves with self- confidence*He socializes through oral
or written exchanges*he develops attitudes of solidarit
Domains Oral- Written
Target competencies
In meaningful communicative situations related to his/ her environment and interests , based on written, visual or audio
supports, the learner will be able to interact andproduce short and simple descriptive, and prescriptive messages/texts orally.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio
supports, the learner will be able to interpret short and simple descriptive, and prescriptive messages/texts orally and in
written.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio
supports, the learner will be able toproduce short and simple written descriptive, and prescriptive messages/texts .

2. L Seq Planning Learning Descriptors of Implementation Time
Situation1 : Initial PDP lesson(s) (listening &speaking)
Example: actors and actresses aged from 14 to 20 are needed to take part in an Algerian TV show.
One of your classmates is interested. Help him/her to make his/her profile and send it by e-mail to the
national talent agent.
Situation2 :Learning PPU/PDP lessons ( language & reading and
Learning objectives Resource
Lexis Grammar Pronunciation
-describing physical
appearance.
-describing and locating
places
-talking about daily and
freetime activities.
-expressing abilities
andinabilities.
-expressing likes and dislikes.
-to like – to love – to enjoy
Pre- requisites Present simple - “to be” and “ to have” - colours -
prepositions of location ( in, at) – vowel sounds / ai / / ei /
Communicative
tasks
Interview - Role play -Guessing game- Songs – Location map…
Situation3 : Learning to Integrate - PPU - group work
Example: your school is organizing a contest about the “Best Personal Profile” written in English.
The first three writing competition winners will be offered a special prize. Make your profile and
post it on the school blog.
Example: your English friend is asking you to tell her/him about the place where you live. Design the
plan of your house and describe it. Then, send it bye-mail / viber.
Situation4 : Integration PDP (assessment) - solo work
Oral
interactionThe pupil can:
-describe physical
appearance. -describe and
locate places.
-understand essential
details in aconversation,
containing simple language
and familiar
expressionsused in
everyday life.
 Interpretation of oral and
written messages
The pupil can:
-read and interpret a plan
(house /school...)
- read and understand general
ideas and details in easy texts,
written in simple language with
familiar vocabulary and lexical
expressions and related to
topics dealt within theprevious
domain.
- Production of oral andwritten
messages
The pupil can :
-write a medium length
descriptive paragraph on facts
related to himselfand his
family. -- draw an outline and
the first draft ofa text
-generate new ideas from a model.
Term
1
13
week
s
A new complex situation that provides context for meaningful communication related to learner’s personal life and environment (home, school, family,
friends, hobbies...)
N.B. The situation is based on the learning objectives of sequences 1 and incorporates the topics and linguistic resources dealt within this sequence.
End Term 1 First Term Exam (one week)
Me,
my
Friends
and
my
Family
-basic lexis
related to
physical
appearance,
hobbies and
places:
house,
h l
/ ai/ /ei/
(to be integrated
as askill and not
as anisolated
lesson) ( Review
)
-to be – to have
-the simple present tense.
-the present continuous.
-adjectives (colour, height,
build,hairstyle, and physical
attraction)
-possessive pronouns.
-location markers
(prepositions andadverbs).
-can – can’t

3. Learning
Sequences
Planning Learning Descriptors of
Implementation
Time
Situation1 : Initial PDP lesson(s) (listening &speaking)
Example: it is Akram’s birthday. His mother wants to make a big birthday cake .She asks him to buy the
ingredients she needs. Help Akram to write his shopping list and show him the way to the supermarket.
Oral
interaction The pupil
can:
- describe shopping items.
-locate and show the way
to amenities.
understand essential details
in a conversation about
shopping items.,
containing simple
language and
familiar expressions used
in everyday life.
-anticipate the meaning
of
messages.
Interpretation
of oral and
written messages
The pupil can:
-read and understand
general ideas and details in
easy texts, written in simple
language with familiar
vocabulary and lexical
expressions and related
to shopping items.
-understand the gist of a text,
the writer’s ideas and
opinions clearly expressed
and simple texts about
shopping.
- Production of oral and
written messages
The pupil can:
-can write simple
texts describing shopping
items and showing the way
to amenities.
- write simple directions.
-devise a neighbourhood
Term2
9
week
s
Situation2 :Learning PPU/PDP lessons ( language & reading and
Learning objectives
Resources
Lexis Grammar Pronunciation
-describing
shopping
items.
-expressing quantity.
-asking information
about, quantity, and
price.
-locating and showing
the way to amenities.
-plural forms.
-demonstratives: this/these,
that/those. -many, much, some,
any.
-how many? -How much?
-cardinal and ordinal numbers.
-the imperative
-pronunciation of
the
final’s’ with plurals.
(to be integrated
as
a skill and not as
an
isolated lesson).
(review)
Pre- requisites -Demonstratives : this /that – Prepositions (next to/ near –opposite-
behind…) - Cardinal and ordinal numbers- Final’s’ pronunciation.
Communicative tasks Shopping list - Role play- Maps – Leaflets – Songs – Posters …
Situation3 : Learning to Integrate - PPU - group work
Example: your English friend wants to know about shopping in Algeria. Write an email to give him/her
information about shopping in malls, supermarkets, street markets and traditional craft shops in the place
where you live. Attach to your email a street map showing the shopping amenities in your neighbourhood and
the location of your home.
Situation 4: Integration - PDP (assessment) Solo work
Example: your e-pal is visiting your city during this Summer holiday. He wants to do some shopping. Send
him/her a
message to show him/her the way to themall/souk/shopping centers …
-basic
lexis
related
to

Me
and
my
Shopping
markets,

4. L Seq Planning Learning Descriptors of
Implementation
Time
Me
and
my
Health
Situation1 : Initial PDP lesson(s) (listening &speaking)
Example: in a forum of discussion, you read a member’s message asking for help. She suffers from
obesity. She weighs 98 kilos. Write him/her areply and help him/her to lose weight.
Oral interaction
The pupil can:
-express recommendations and
give advice.
-understand essential details
in a conversation about food
/ health, containing simple
language and familiar
expressions used in everyday life.
-anticipate the meaning of
messages.
Interpretation of oral and
written messages
The pupil can:
-read and understand general
ideas and details in easy texts,
written in simple language
with familiar vocabulary and
lexical expressions
and related to healthy food.
-understand the gist of a text,
the writer’s ideas and opinions
clearly expressed, and a
simple message giving pieces of
advice.
Production of oral andwritten
messages
The pupil can:
-can write simple directions,
advice to keep fit/healthy, etc.
- write an outline and the first
draft of a text.
-can generate new ideas
from a model.
Term2
9
week
s
Situation2 :Learning PPU/PDP lessons ( language & reading and
Learning objectives
Resources
Lexis Grammar Pronunciation
-expressing
recommendations
andgiving advice.
-basic lexis
related to
health
problems and
remedies.
(sickness,
illness,
remedy,…)
- “Should” / “Shouldn’t”
- Imperative (do – don’t)
-pronunciation
of“sh”:/ʃ/ -
Pronunciation of“ch”:
/tʃ/ -Pronunciation
of“ch”:/k/ (to be
integrated as
a skill and not as
anisolated lesson).
Pre- requisites
Communicative tasks Role play – Email – Leaflet – Games – Songs – Notices…
Situation3 : Learning to Integrate - PPU -group work
Example: your friend is overweight. He asks you for some advice. Send him/her a message(email, viber,
WhatsApp, messenger..)and tell him/her about your weekly diet plan and a typical daily menu prescribed by
your dietician.
Situation4 : Integration -PDP (Assessment) Solo work
Example: most teenagers consume too much junk food and suffer from health problems. Design a
flyer for the school blog including the ‘five dietary keys’. Explain why each one should be followed and
respected.
A new complex situation that provides context for meaningful communication related to learner’s personal life and experience (shopping, eating habits;
health and healthy food...)
N.B The situation is based on the learning objectives of sequences 2and 3 and incorporates the topics and linguistic resources dealt within this sequence.
End of Term 2 Second Term Exam (one week)

5. Learning
Sequence
s
Planning Learning Descriptors of
Implementation
Time
Me
and
my
Travels
Situation1 : Initial PDP lesson(s) (listening &speaking)
Example: you read a post of a tourist from England. He wants to visit Algeria. Think of a nice place
and write him/her a reply including some information about it.
Situation2 :Learning PPU/PDP lessons ( language & reading and
Learning objectives Resources
Lexis Grammar Pronunciation
Pre- requisites -The present simple - The verbs to be / to have
-Prepositions of location. - Pronunciation: / θ/,/ δ /
Communicative tasks -Information panels - Brochure for holidays - Map route -
Information transfer( from weather forecast symbols to text) -
Poster
Situation3 : Learning to Integrate - PPU- group work
Example: your Australian friend is going to visit Algeria next summer. You will guide him to visit the
most
interesting places (museums, parks, forests, mountains, old medinas, souks, “ksours”, traditional
craft shops…). Make a brochure of this tour including your itinerary and a map.
Situation4 : Integration - PDP ( assessment) solo work
Example: next summer holidays, you are going on a weekend tour to another region in Algeria (or abroad, to
a foreign country). Write a schedule about this tour (the places you are going to visit and the activities you
are going to do).
Oral
interactionThe pupil can:
-describe amenities and places
ofinterest.
-use expressions relating
everyday situations, and simple
sentences in aspontaneous
way.
The pupil can: Interpretation
oforal and written
messages
-read a map and interpret
itineraries -assess his reading
strategies
asefficient or not.
-predict an event.
Production of oral and
written messages
The pupil can:
- write a medium length
descriptiveparagraph on
environmental sites
-write an outline and the first
draft ofa text
-generate new ideas from a model
Term
3 5
wee
ks
A new complex situation that provides context for meaningful communication related to learner’s enlarged environment (travelling, places of interest/tourist
sites, itineraries,… ) N.B. The situation is based on the learning objectives of all sequences and incorporates the topics and linguistic resources dealt within these
sequences.
End of Term 3 Third Term Exam (two weeks)
-describing
environmental sights
and places of interest.
-planning itineraries.
- basic
lexis
related to
travel,
-the present simple.
-simple future tense.
- “be going to”.
-adjectives related to
weather. -cardinal points
/ θ/ / δ /
(to be integrated
as
a skill and not as
an
)